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The Influence of Home Language and Literacy Environment and Parental Self-Efficacy on Chilean Preschoolers' Early Literacy Outcomes.

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Bibliographic Details
Title: The Influence of Home Language and Literacy Environment and Parental Self-Efficacy on Chilean Preschoolers' Early Literacy Outcomes.
Authors: Orellana, Pelusa1 (AUTHOR), Cockerill, Maria2 (AUTHOR) maria.cockerill@qub.ac.uk, Valenzuela, Maria Francisca1,3 (AUTHOR), Villalón, Malva1,3 (AUTHOR), De la Maza, Carmen2,3 (AUTHOR), Inostroza, Pamela1,3 (AUTHOR)
Source: Education Sciences. Jun2025, Vol. 15 Issue 6, p668. 21p.
Subject Terms: *Emergent literacy, Statistical significance, Structural equation modeling, Joint custody of children, Self-efficacy
Abstract: We examined the effects of shared reading workshops on children's early literacy outcomes. Data was collected for 240 children, 144 of whom had their parents or caregivers participate in a shared reading workshop. The remaining 129 were included as a comparison group. Pre- and post-intervention measures of HLLE, narrative skills, alphabet knowledge, and parental self-efficacy scores were collected. Findings show higher and statistically significant scores in alphabet knowledge and narrative skills for children whose parents implemented shared reading. Parental self-efficacy increased after participating in the workshops. Correlations between HLLE, parental self-efficacy, and children's outcomes were low yet significant. To further investigate the role of HLLE as a mediator of children's outcomes, we used structural equation modeling. Results show an interaction of HLLE on children's narrative skills and alphabet knowledge. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:We examined the effects of shared reading workshops on children's early literacy outcomes. Data was collected for 240 children, 144 of whom had their parents or caregivers participate in a shared reading workshop. The remaining 129 were included as a comparison group. Pre- and post-intervention measures of HLLE, narrative skills, alphabet knowledge, and parental self-efficacy scores were collected. Findings show higher and statistically significant scores in alphabet knowledge and narrative skills for children whose parents implemented shared reading. Parental self-efficacy increased after participating in the workshops. Correlations between HLLE, parental self-efficacy, and children's outcomes were low yet significant. To further investigate the role of HLLE as a mediator of children's outcomes, we used structural equation modeling. Results show an interaction of HLLE on children's narrative skills and alphabet knowledge. [ABSTRACT FROM AUTHOR]
ISSN:22277102
DOI:10.3390/educsci15060668